Programme Specification
A statement of the knowledge, understanding and skills that underpin a
taught programme of study leading to an award from
The University of Sheffield
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Programme Title
Health Informatics
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Programme Code
INFT126 (MSc) INFT127 (PG Dip) INFT128 (PG Cert)
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JACS Code
I500, P110
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Level of Study
Postgraduate
5a
Final Qualification
Master of Science (MSc)
5b
QAA FHEQ Level
Masters
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Intermediate Qualification(s)
Postgraduate Diploma (PG Dip), Postgraduate Certificate (PG Cert)
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Teaching Institution (if not Sheffield)
Not applicable
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Faculty
Social Sciences
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Department
Information School
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Other Department(s) involved in
teaching the programme
School of Health & Related Research (ScHARR)
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Mode(s) of Attendance
Distance Learning
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Duration of the Programme
1 year (PG Cert); 2 years (PG Dip); 3 years (MSc)
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Accrediting Professional or
Statutory Body
Chartered Institute of Library and Information Professionals (CILIP)
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Date of production/revision
March 2014
15. Background to the programme and subject area
Information and communication technologies are having a profound impact on society, not least in the workplace,
where ongoing advances and developments are altering the way people think, communicate and carry out their
work. Nowhere is this more apparent than in the healthcare environment. Health Informatics is a rapidly developing
field that recognizes the premium being placed upon "the knowledge, skills and tools which enable information to be
collected, managed, used and shared to support the delivery of healthcare and promote health" (NHS Information
Authority). Increasingly it is being viewed as a key driver in modernising health services and in ensuring that patients
receive the best possible care.
Improving the capture, management and use of information through a national IT infrastructure is a core part of the
NHS Plan. It requires an infrastructure that is robust, flexible, secure and standardised. Equally importantly, it
demands a workforce of health care professionals, managers and support staff who have developed appropriate
skills through high quality education and training.
With this in mind, the MSc in Health Informatics has been developed as a course with multidisciplinary contributions
from the Information School and the School of Health and Related Research. The programme provides students with
the knowledge and skills to maximise the use of information management and technology in their health care sector.
It equips students with generic tools to enable them to respond to future developments in health care and in
information technology while grounding these in the "real world" of current initiatives in information policy, technology
and management.
At all times students are encouraged to apply course materials and competencies to their specific work setting
resulting in a significant portfolio of work-based learning. This practical orientation has made this course particularly
attractive both to students themselves and to their employers.
The Information School was awarded an “excellent” score for teaching quality in 2001 by the Quality Assurance
Agency (QAA) Subject Review and also has an international reputation for research, having been awarded the
highest possible rating in all Research Assessment Exercises carried out by the Higher Education Funding Council
for England (including the top 5* rating in 2001). Students will therefore be exposed to the latest concepts and ideas
in the information professions. The composition of research and teaching in the Information School is highly multidisciplinary, with staff backgrounds in Computer Science, Information Science, Information Systems, Knowledge
Management, Librarianship and Business. Further information is available at the School website at:
www.shef.ac.uk/is/
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16. Programme aims
For all its programmes the Information School aims to:
1) deliver a curriculum for each degree programme that develops in students a broad understanding of the subject
area together with a detailed and critical understanding of selected areas;
2) provide students with the knowledge and skills required to work as effective information professionals, managers
of information or research workers in their chosen field;
3) enable those already working in the information field to update and expand their professional understanding and
competencies;
4) prepare students for professional practice by providing programmes which meet the accreditation requirements
of professional bodies and that meet the needs of employers;
5) deliver teaching informed and inspired by professional expertise and by the research and scholarship of staff
encourage students to become informed citizens and to understand the place of information in society;
6) encourage students to become informed citizens and to understand the place of information in society.
In addition the MSc in Health Informatics programme aims to:
1) develop the ability to re-evaluate professional practice within the healthcare sector in the context of current and
emerging theory and research in information management and technology;
2) enable students to acquire knowledge and skills in the use of Information and Communication Technology
relating to information management and the management of change within the healthcare sector;
3) equip students with an understanding of the application of evidence-based approaches and analysis in problemsolving and decision making relevant to their professional experience and needs within the healthcare sector.
17. Programme learning outcomes
Knowledge and understanding: Students completing the MSc programme will be able to:
K1
Provide examples of the ways in which information can be used to promote quality healthcare.
K2
Provide examples of the social, psychological, legal and economic impact of information and informatics on
healthcare.
K3
Identify the information needs of healthcare users.
K4
Describe a variety of research methods for undertaking research in health informatics.
Skills and other attributes: Students completing the MSc programme will be able to:
S1
Work collaboratively in an on-line educational environment.
S2
Reflect on their own practice and learning.
S3
Use the principal theories and technologies of information management and apply these appropriately to
specific professional or clinical concerns of service delivery or management.
S4
Critically appraise health informatics research.
S5
Apply the skills of evidence-based practice to their own area of health informatics.
S6
Undertake original research in health informatics.
Students successfully completing the Postgraduate Diploma programme will be able to demonstrate K1-K4 and S1S5 above.
Students successfully completing the Postgraduate Certificate programme will be able to demonstrate S1 and S2
above, and will be able to demonstrate three from K1-K3 and S3-S5 above.
18. Teaching, learning and assessment
Development of the learning outcomes is promoted through the following teaching and learning methods:
There is a clear need for healthcare professionals and managers to develop good communication, interpersonal and
information management and technology skills for use in their particular workplace. The programme encourages
students to develop these skills through individual work and reflecting on their own practice and learning, combined
with collaborative work with other students at organised Day Schools and interaction in web-based learning.
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Knowledge, understanding and skills are acquired through a variety of modules, both core (compulsory) and
approved (optional), that involve a variety of teaching and learning methods appropriate for distance learning (K1-4;
S3-5 above).
At the start of each module, students are provided with a module folder that contains 12 units presenting, describing
and discussing the essential information and ideas for the module (K1-K4 above). The module folders establish the
direction of studies, and present information, ideas, case examples and references for further reading. Students work
their way through the module folders and call upon the expertise of module tutors for advice and help with any
problems and with coursework.
All modules involve independent learning, which encourages students to take responsibility for their own learning,
to organise their time and to develop effective learning skills. While the module folder provides the essential
information for the module, students are encouraged to extend their reading on the issues raised through directed
reading and their own research. (K1-K4; S3-S5 above).
Day Schools held throughout the year introduce students to each module and give the students an opportunity to
discuss the content of the current module and assessment. In Year 1, students attend five Day Schools, including an
Introductory Day School at the start of the programme (September), followed by Day Schools in October, December,
March and June. In Year 2 students attend four Day Schools in October, December, March and June. In Year 3
students attend two Day Schools in October and June.
During the Day Schools students also do problem-solving exercises and group work which gives them
opportunities to develop transferable and professional skills, as well as sharing multi-disciplinary and multiprofessional perspectives. Lectures and induction sessions by academic staff help to develop transferable skills
that are necessary for successful completion of the programme. Guest speakers from the health sector help
demonstrate the application of the theory and learning from the programme in the workplace and, more generally,
within the health sector.
A case study links the first four modules allowing the students to discover connections between the content for
these modules and to encourage students to work to work collaboratively (S1). For students taking the PG Certificate
in Health Informatics, the case study links the first three modules. Students use the networked learning
environment provided for the programme (WebCT) to work collaboratively (S1) on problem-solving tasks and
group work and individual reflections (S2) associated with the case study and which comprise part of the
coursework for these modules. This collaborative group work enables students to work on complex multi-faceted
health informatics problems and share multi-disciplinary and multi-professional perspectives. It also provides
opportunities to develop professional and interpersonal skills.
A research-based dissertation is carried out in the students’ workplace (S6), under the supervision of academic
staff, which allows students to develop and practise research skills. Students have one-to-one meetings with their
supervisors at the appropriate Day Schools and are able to communicate with supervisors throughout the
dissertation using email, telephone and postal communication. As part of the dissertation process, students give
presentations on their research and receive feedback, which helps to develop skills at giving oral presentations.
Opportunities to demonstrate achievement of the learning outcomes are provided through the following
assessment methods:
Each taught module is assessed at the end of the semester in which it is taught. Assessment methods are designed
to measure attainment of intended learning outcomes to meet the aims and objectives of modules. All students
experience a range of assessed individual and group assignments. There are no formal unseen examinations.
Written assignments may involve essays and reports, and practical exercises and evaluative/critical reports on the
case study.
Knowledge and understanding are demonstrated through written assignments involving essays and reports. These
require students to provide evidence of their ability to synthesise knowledge and learning, organise information and
apply critical judgement to evidence. (K1-K4 above).
Transferable skills (e.g. intellectual, technical and professional skills) are demonstrated through analysis of the
case study and completion of problem solving exercises and the dissertation report. (S1, S2, S5, S6 above).
Interpersonal skills are generally incorporated within modules and related to relevant assessments as appropriate.
Examples include oral presentations, group exercises through the case study and the use of research-based
teaching materials and methods. (S3, S4, S5, S6 above).
Research skills are assessed through the core module Research Methods and Information Management and
Technology (IM&T) and the Dissertation itself (K4, S6 above).
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19. Reference points
The learning outcomes have been developed to reflect the following points of reference:
Internal

Mission Statement of the University of Sheffield, as presented in its Corporate Plan.

The Learning and Teaching Strategy 2011-16 of the University of Sheffield.

The Faculty of Social Sciences Learning and Teaching Strategy 2013-16

Sheffield graduate concept

Current research and scholarship of School staff.

Discussions with members of the Information School Advisory Panel (comprising senior members of the
information professions) and formal/informal relationships with practitioners

Regular analysis of the employment market through the Advisory Panel and investigation of job adverts in
the professional press

School annual student programme and module evaluations.
External

The aims and objectives of the MSc programme are consonant with, and address a significant proportion of,
the CILIP Professional Knowledge and Skills Base (PKSB), available from http://www.cilip.org.uk/jobscareers/professional-knowledge-and-skillsbase/pages/professional%20knowledge%20and%20skills%20base.aspx

Framework for Higher Education Qualifications (2008)
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-educationqualifications-in-England-Wales-and-Northern-Ireland.aspx
20. Programme structure and regulations
The MSc Health Informatics Programme consists of seven modules of which six are core (six 20-credit taught
modules and a 60-credit dissertation of 15,000-20,000 words). The core modules ensure a coherent programme
structure providing all students with the key concepts and essential tools they need to work as competent information
professionals in their area in health care. All modules are designed on the basis of approximately 10 hours per credit
(including contact hours, private study and assessment) in order to ensure an appropriate and uniform workload.
Students take 180 credits over 3 years to obtain a Masters degree, 120 credits over two years to obtain a
Postgraduate Diploma and 60 credits over 1 year to obtain a Postgraduate Certificate.
A feature of the curriculum is the flexibility provided by the choice of approved modules available to students and
which have developed to reflect a wide range of specialist interests in the field and the multidisciplinary nature of the
students for whom the programme is available. The approved modules allow students to follow professional
interests in specialised areas in greater depth relevant to their work. In consultation with staff, students choose
modules consistent with their own work and career aspirations.
Students must take all core (i.e. compulsory) modules specified and can choose from the range of approved (i.e.
elective) modules.
All MSc, PG Diploma and PG Certificate students take 20-credit core modules in Year 1:
All MSc and PG Diploma students take 20-credit core modules in Year 2:
In addition, students take one module in Semester 2 from five approved 20-credit modules:
All MSc students take a 60-credit dissertation module in semesters 1-3 during Year 3:
The dissertation is undertaken with supervision from an academic member of staff from one (or sometimes two,
depending on the nature of the research topic) of the three collaborating Departments/Schools.
Successful completion of the programme leads to the award of the Masters’ degree, with either a ‘pass’, ‘pass with
merit’ or ‘pass with distinction’ grade.
Detailed information about the structure of programmes, regulations concerning assessment and progression and
descriptions of individual modules are published in the University Calendar available on-line at
http://www.shef.ac.uk/govern/calendar/regs.html.
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21. Student development over the course of study
Students entering the programme are required to be working in the health sector, or closely associated with it, and
have experience of working with information in their profession.
Core (compulsory) modules ensure that students take a coherent course, and introduce them to fundamental
principles, concepts and techniques. Student choice is served through the availability of a range of approved
(elective) modules, designed to enable students to undertake modules in accordance with their developing interests
and career aspirations. All modules are designed to offer students the opportunity to follow work-related interests,
and students are encouraged to undertake assignments that are of particular relevance to their workplace interests.
Students’ development over the course of their study is identified and measured through assessment of performance
in each module.
All students registered for the MSc in Health Informatics are required to complete a research-based dissertation of
12,000-18,000words and give an oral presentation of their work at the Day School in June. This enables students to
apply appropriate research techniques to a real health informatics problem, and to engage at an in-depth level with
an area of the subject that is of particular interest to them and of particular relevance to their workplace interests.
Students develop their own dissertation topics, in consultation with staff. The dissertation is carried out in the third
year of the programme.
Assessment and progression
The award of the PG Certificate or PG Diploma is based on satisfactory completion of coursework for the modules
outlined above. The award of the MSc is based on satisfactory completion of coursework for the modules and the
dissertation. Students registered for the Diploma/MSc level who satisfactorily complete the modules for the PG
Certificate in Year 1 proceed to the Diploma level modules (Year 2). Students registered for the MSc level who
satisfactorily complete the modules for the PG Diploma in Year 2 proceed to the MSc level (Year 3) and undertake
the dissertation.
Upgrading Degree Registration
Subject to the approval of the Head of School, students registered for a Postgraduate Certificate are able to upgrade
to PG Diploma level. This is dependent upon satisfactory completion of the modules at PG Certificate level (as
detailed in the programme regulations).
Subject to the approval of the Head of School, students registered for the PG Diploma are able to upgrade to the
Masters degree. This is dependent upon satisfactory completion of the modules at the PG Certificate and PG
Diploma levels (as detailed in sections 1 and 2 of the programme regulations above).
Those candidates who would normally be eligible for direct entry to our Masters programmes (those with a good
degree) are able to register immediately for the Masters Level as indicated above.
22. Criteria for admission to the programme
Detailed information regarding admission to the programme is available at http://www.shef.ac.uk/is/pgt.
Entry requirements are deliberately kept flexible in recognition of the wide variety of skills, backgrounds and
experiences of applicants working within today’s health and social services. In summary, we are looking for
applicants who have demonstrated their potential within three particular domains:
 Academically, applicants will typically possess a degree, usually in science, technology or a medical/health area.
However applicants without a degree, but with at least five years’ working experience and evidence of recent
study may be admitted onto the Postgraduate Diploma programme in the first instance.
 Technically, applicants will usually have some experience of the use of IT in their workplace. They will be
computer literate in basic computer applications such as word processing, email and use of the Internet.
Optimally they will have access to computers both at work and in their home.
 Contextually, applicants will usually have at least two years’ experience working in a health care environment.
Applicants typically work within the health services although the course also attracts those working in the
commercial sector who are required by their role to interact significantly with the health sector. In exceptional
circumstances applicants with less than two years’ health care experience will be accepted, provided that the
quality of their experience to date is regarded as sufficiently high for them to understand the health care working
environment.
As indicated by the above we are not looking for applicants who conform to a “typical” profile. Instead we welcome
applicants who can demonstrate achievement in each of these domains and can compensate for any shortfall by
possessing complementary strengths in another domain.
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Due to the requirement to attend Day Schools, students are expected to be resident in the UK, but consideration is
given to applicants from overseas who are prepared to attend Day Schools. Additional requirements relating to
English language proficiency are required for applicants whose first language is not English.
23. Additional information
At the start of each module students are presented with the module contents and are expected to work their way
through the 12 units included within each module and undertake additional reading to support their learning. Each
module lasts approximately 12 weeks, so that each unit students are expected to work through the module one unit
per week. For the main assessment for each module, students are expected to apply their learning from the module
to an issue from their own workplace, and prepare an essay/ report describing and discussing this. For those
modules that include the case study, students are required to work with other students collaboratively using the
networked learning environment, WebCT, to undertake specified tasks and prepare a report on the task.
Day Schools form an important part of the programme and all students are required to attend. Day Schools are an
effective way of extending and consolidating knowledge and skills assimilated from other sources during the
programme. Students have the opportunity to meet module staff and discuss assignments, projects and any areas of
difficulty, as well as meeting fellow students to share ideas and experiences. Day Schools are held at the University
of Halls of Residence in Sheffield throughout the year and are held between 9.30am and 4.30pm.
This specification represents a concise statement about the main features of the programme and should be
considered alongside other sources of information provided by the teaching department(s) and the University. In
addition to programme specific information, further information about studying at The University of Sheffield can be
accessed via our Student Services web site at www.shef.ac.uk/ssid.
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